Over the past five years, creativity has become a focus of attention for policy-makers in education. However, the increased interest in creativity has occurred as if without reference to any value framework. This article suggests that in fact an invisible underpinning value framework has been provided by western individualism, in turn both supporting and driven by the globalized capitalist marketplace. What could this mean for nurturing creativity with wisdom in schools? Working from the stance that wisdom involves making thoughtful, well-informed and appropriate judgments leading to sound courses of action with regard to the consequences, this paper discusses some significant objections to a market-driven model of creativity in education, discusses a possible framework for understanding creativity in a way which emphasizes responsibility as well as rights to expression and proposes wisdom as a necessary element of pedagogy. (Contains 3 notes.)